Create Grounded Theory Research Questions

Create Grounded Theory Research Questions

Grounded Theory is a research design for cultivating theory that is grounded in information that is methodically and thoroughly collected and examined (Corbin & Strauss, 1990). Grounded Theory’s main focus is on generating a theory, or modifying an existing theory from the information that is being studied. This design therefore utilizes an inductive rather than a deductive methodology, because it forms understandings from disparate types of data – it is a means of discovering theory from data (The Grounded Theory Institute, 2008). One of the hallmarks of grounded theory is its focus on developing a theory from the data and interviews conducted. The focus is on allowing participants to tell their stories to gather data rich in context, background, and motivations.

For example, the researcher may begin by asking a question or series of focused questions to participants with the intent and fore-planning being the creation of a theory regarding some aspect of life. The course of examination and data analysis provides the researcher with the information necessary to begin to cultivate a theory regarding the questions that the researcher is asking. Once a theory is built, the researcher’s next step is to determine and further understand what is being studied. This becomes a process of repeatedly and repetitively collecting and analyzing further data and participating in a process that is referred to as constant comparative analysis, which results in themes that have evolved from the analysis. This analysis continues until the researcher attains what is referred to as saturation. This is the final step in the process of this design in which no new information, concepts, or perspectives are found in the data that has been collected. This is referred to as saturation, and when saturation is accomplished the researcher is able to determine repetition in themes that have been uncovered in the iterative process of this design.

Be sure to review all previously assigned resources carefully. You are expected to apply the information from these resources when you prepare your assignments.

For this task, you will expand the framework of your understanding of qualitative design, and then develop a set of questions intended for a grounded theory study.

Propose one overarching question (on your research topic interest that you presented in Week 1) and four sub-questions, which will result in open-ended responses that will address context, background, and motivations of your participants.

Then, write brief conclusions of your thoughts on asking personal questions. For example, what ethical considerations must be addressed to have this type of relationship with a participant?

Length: 2 pages

 

 

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Narrative inquiry method

The narrative inquiry approach refers to the gathering of events using sequence of events, which are significant to the researcher or the target audience. It studies certain life experience using experience. The main application of narrative inquiry is through interaction of researcher and participants at a particular time and space. The major components include sociality, temporality, and spatial (Biegoa, 2012).

These components of the narrative inquiry method differentiate this method with other types of research process. In temporality, events being studied are under temporal transition from past, present and future. The importance of this aspect of narrative inquiry is that the data collected is from philosophical perspective; where the relevancy of information is inherent through time. This aspect is recognized from earlier philosophers such as Carr, who reckoned that people are constantly revising their autobiographies as they carry on. In this context, the temporality is viewed through the individual’s lives, events, and places (Weimand, Hall-Lord, Sallstram, & Hedelin, 2012).

The second aspect of narrative inquiry is the sociality. This implies that narrative inquiry attends people social aspects simultaneously with their social aspects. Personal conditions include desires, moral dispositions, as well as feelings. It includes milieu, social conditions in which people’s experiences are gathered as events unfold. These conditions are valued in terms of social status, institutional approach, and linguistic narratives. The importance of this component of narrative inquiry is through the built relationship between the participants and the researcher’s (Caine, Estefan, & Clandinin, 2013).

The component of place is defined by the concept of specific concrete, topological boundaries as well as the sequences of events. The concept of this component is that all events occur at a place and that the researcher’s identities are linked inextricably intertwined with researchers and participants specific which is inherent in the narration inquiry of these particular experiences (Wong, Hogg, & Vanharanta, 2012).

Ways of gathering information

In narrative inquiry method, the data collection is justified using three different ways. To start with, personal justification involves justification of life experiences, and personal lifestyles. Practical justification is also analyzed. It involves the narrative inquiry of all kinds of situations that could occur during the study, with the aim of deepening the stud concerning conditions under investigation. Social justification addresses the questions of who cares. This is a two way perspective; a) theoretical justification- which occurs in terms of disciplinary knowledge and methodological and b) social action or the policy justification-which arises/relates with the social condition (Venkataraman, Sarasvathy, Dew, & Forster, 2012).

Narrative inquiry methods of gathering data are not easy. For instance, consider a research that is collecting data on ongoing participants who are narrating their stories. In fact, most of the narrations are not done in a chronological order because events in life are not arranged that one person moves from one point to another and are associated temporal nature. There are various approaches of collecting information including field texts such as transcripts consisting of the conversations, collection of field notes, family notes, photographs, or memory artifacts. The interpretation of these life experiences as told is done paying attention to all aspects of social condition within the conceptual framework of the narrative components. This process involves attentive listening of the participant narration, and shape out the context of what they hear to generate the data of their own (Weimand, Hall-Lord, Sallstram, & Hedelin, 2012).

Dissection process (integral part of the narrative inquiry method) is tempting, but is often associated with tension as well as uncertainty for inquirers. This problem is reduced by using interim research texts. Data analysis then follows, and the steps followed are similar to other research methods. The analysis is conducted by highlighting significant statements, quotes in order to understand the underlying mechanism that influenced the occurrence of that specific phenomenon. The researcher then chooses specific statements and themes, which will be used to describe the occurrence of events. These textual descriptions are used to explain the participant’s experiences using imaginative variation. In this stage, writers/ researchers also write on information about their experiences to compose a narration that presents the essence of the phenomenon (Caine, Estefan, & Clandinin, 2013).

In this entire process, the narrative inquiry will require openness and trust when conducting research. This integrates inclusion of ethical as well as critical engagement. The narrative inquiry requires sincere collaboration between the researcher and participants. The participants should have full voice and must have reflexive engagement throughout. The process also requires a high level of tolerance to ambiguity, a high degree of valuing symbols and metaphors. Additionally, it involves the application of multiple sources of data and individuals are purposively selected (Biegoa, 2012).

Benefits of Narrative inquiry approach

 The benefits of using this research approach are that it is an interesting approach to understanding the existing concepts. The information is provided in a holistic way, which offers rich information about certain phenomena. The narrative inquiry joins layers of understandings the layers of social conditions, including cultural influences. Through the narrative inquiry, people are in a position to make sense as they learn how events turned out. Early philosopher’s highlights that experiences occur through the narrative and so education should be studied narratively (Biegoa, 2012).

Additionally, the information is presented in an organized manner, including the interpretation of events, beliefs, experiences, and values. The narrative inquiry approach guides study objectives, planning and the expected outcomes. Through this approach, complex patterns of study events, descriptions, and the evidences of these social discourses, this affects people’s aspect of knowledge and their cultural standpoints. The knowledge generated in this approach is partial, provisional, and transient; which are further characterized by multiple voices of truths, meanings, and perspectives. This implies relevant information can be revealed easily which normally could not be discerned easily on the surface. This method makes it possible to shed new light on issues or questions that were studied previously. The narrative inquiry is continually open for critical analysis repeatedly; and through this process, new variables can be used for further analysis (Weimand, Hall-Lord, Sallstram, & Hedelin, 2012).

Another advantage, through the narrative inquiry is its role in the establishment of a great relationship between the participant and researcher in narrative research. This is very important when studying cases in depth. The texts are user friendly, and have been found to fill in information that would lack in other forms of research. The overall advantage is that it provides the whole picture rather than use of statistical analysis (Biegoa, 2012).

Limitations and challenges

Just like other research method, narrative inquiry methods have limitations too. For instance, during the narration process, the researcher is required to be   more cautious between the life events and those being narrated with the aim of avoiding potential bias due to causality. Additionally, it is important to understand that narrative inquiry is not applicable in all studies such as studies with a high number of participants. In some cases, ethical concerns may arise posing difficultness in the analysis of research. There is also potential biasness in relative to subjectivity, which could influence the results (Caine, Estefan, & Clandinin, 2013).

Research describes that the concept of biasness is subjective to results; thus, the researchers should remain extra careful when conducting analysis on the participant’s experiences. The method requires more time to collect data. This is due to time spent when training for the necessary skills that can be applied for this kind of research. The researchers are mandated to provide a rich description of the study method to ensure that the study can be replicated to yield the same results. The use of narrative inquiry lacks definitive criteria for the evaluation of research. Consequently, the results must be approached using complex understanding of the narrative inquiry components (Biegoa, 2012).

Problem of interest

Main problem of interest in Equal Employment Opportunity is related to the sort out the complaint related to the workplace discrimination. It has identified that many people get exploited by its employer by discriminating in the workplace due to their different religion, color, race, sex and culture (Ozbilgin & Tatli, 2008). Due to such kind of discrimination many individuals are not able to get the equal opportunity as compare to other individuals who are same in religion, color, race, sex and culture as an employer. This problem of interest has been developed due to increasing discrimination by the employer at workplace by providing different conditions for some employees. In addition to this, equal employment opportunity has been considered as a problem just because according to this act workplace discrimination is a crime and commission can take action against the employer for responding any complaint of workplace discrimination (Andersen, 2007).

In addition to this, the major problem of interest is associated with providing equal opportunity to every US employee, whether they differ in religion, color, race, sex and culture from the employer. Sex discrimination is a main problem and generally such kind of complaints has been received by EEOC (Aoun, 2007). Equal employment opportunity provides freedom and civil right to the employees to avoid workplace discrimination and to get equal opportunity as compared to the other US residents. Moreover, it has identified that equal employment opportunity is also somewhat beneficial for employer just because due to providing equal opportunity to different race, religion and language people, employer also get some different talent and diversified workforce team. Problem area of employment opportunity was started from the sex discrimination at workplace.

Qualitative Research Method

There are various research methods are available that could be used to investigate the problem of the identified research. Basically two types of research method could be used for problem investigation that is primary and secondary. Primary research method is a method, in which the researcher used some primary tools for research, such as questionnaire, survey, data collection and sample of a total population to derive a conclusion. The primary research method is generally associated with high cost and also derives some identical answer that could be integrated with research objectives (Barak, 2013).

Moreover, secondary research methods, such as online sources could be used to investigate the research problem. With the help of secondary research method, the researcher can collect the necessary data and information for the identified problem of equal employment opportunities (Boerner, Linkohr, & Kiefer, 2011). Secondary sources are easy to use and also less cost effective as compared to the primary research method.

In addition to this, it has identified that generally researcher used secondary research method in order to support its relevant data. The secondary research method provides additional and big data to researcher for analyzing and to find out the solution of a problem. Moreover, it has defined that some researchers also used the both methods in a combination for their research. Combining primary and secondary research method is helpful and important for developing effective outcomes of a research (Broughton & Strebler, 2008).

Ensuring Literature Review

The review of literature can be ensured that it has used adequate information about a topic of interest and the relevant data. This research is mainly concerned with the equal employment opportunity in the organization that can improve the motivation among the people. The collected data is obtained from the authentic and real resources such as book and articles. This information is based on the narrative research design and can analyze a particular company (Taylor & Finley, 2010).

Research Limitations

This research has some geographical and other limitations as it has defined that this research included studies of US employees that make this research limited in order to geographically location. Moreover, this research also developed critical thinking of workplace discrimination based on race, color, religion and culture while some other factors has not considered while researching on equal employment opportunities (Hubbard, 2003).

Conclusion

Narrative inquiry is widely accepted due to its ability to examine the structure and content of research. The researcher seeks answers in what have been said, and the analysis is similar to the analysis of other methods of research. Through this system, researchers can examine  on the prioritized details which is emphasized  and also that which is  reiterated to establish the main reason the narrative  is told in that particular manner.

 

 

References

Andersen, M. (2007). Diversity learning, knowledge diversity and inclusion. Equal Opportunities International, 26 (8), 743-760.

Aoun, G. (2007). Report of an international forum on managing diversity. Equal Opportunities International, 26 (1).

Barak, M.E. (2013). Managing Diversity: Toward a Globally Inclusive Workplace. USA: SAGE

Biegoa, D. (2012). Specifying the Arena of Possibilities: Post-structuralist Narrative Analysis and the European Commission’s Legitimation Strategies. J Common Mark Stud, 51(2), 194-211. doi:10.1111/j.1468-5965.2012.02310.x

Boerner, S., Linkohr, M. & Kiefer, S. (2011). Top management team diversity: positive in the short run, but negative in the long run. Team Performance Management, 17 (7).

Caine, V., Estefan, A., & Clandinin, D. (2013). A Return to Methodological Commitment: Reflections on Narrative Inquiry. Scandinavian Journal of Educational Research, 57(6), 574-586. doi:10.1080/00313831.2013.798833

Hubbard, E. (2003). The Managers Pocket Guide to Diversity Management. USA: Human Resource Development.

Ozbilgin, M. &Tatli, A. (2008). Global Diversity Management: An Evidence Based Approach. USA: Palgrave Macmillan.

Taylor, M. & Finley, D. (2010). Acculturation, assimilation, and retention of international workers in resorts. International Journal of Contemporary Hospitality Management, 22 (5), 681-692.

Venkataraman, S., Sarasvathy, S., Dew, N., & Forster, W. (2012). Of Narratives and Artifacts. Academy Of Management Review, 38(1), 163-166. doi:10.5465/amr.2012.0096

 

 

Weimand, B., Hall-Lord, M., Sallstram, C., & Hedelin, B. (2012). Life-sharing experiences of relatives of persons with severe mental illness – a phenomenographic study. Scandinavian Journal of Caring Sciences, 27(1), 99-107. doi:10.1111/j.1471-6712.2012.01007.x

Wong, P., Hogg, M., & Vanharanta, M. (2012). Consumption narratives of extended possessions and the extended self. Journal of Marketing Management, 28(7-8), 936-954. doi:10.1080/0267257x.2012.698632

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